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Practical Handbook of Multi-Tiered Systems of Support: Building Academic and Behavioral Success in Schools
Brown-Chidsey, Rachel and Rebekah Bickford
Guilford Press / Softcover / 2016-01-01 / 1462522483
reg price: $48.50 our price: $ 43.65 (may be subject to change)
338 pages
Not in Stock, usually ships in 7-10 business days

Accessible and comprehensive, this book shows how to build a schoolwide multi-tiered system of support MTSS from the ground up. The MTSS framework encompasses tiered systems such as response to intervention RTI and positive behavioral interventions and supports PBIS , and is designed to help all K-12 students succeed. Every component of an MTSS is discussed: effective instruction, the role of school teams, implementation in action, assessment, problem solving, and data-based decision making. Practitioner-friendly features include reflections from experienced implementers and an extended case study. Reproducible checklists and forms can be downloaded and printed in a convenient 8 1/2" x 11" size.

Critical Acclaim:

"Professional learning communities would easily be able to read and use this book to improve existing team meetings and 'data days.' Practical examples and multiple case studies make this the perfect guide for school teams implementing an MTSS model. Brown-Chidsey and Bickford have identified critical components that schools need to take their student support to the next level. The book does an excellent job of describing the intersections between MTSS and other programming."--Sarah Brown, PhD, Chief, Bureau of Learner Strategies and Supports, Iowa Department of Education

"Brown-Chidsey and Bickford intertwine recent developments in prevention science, PBIS, and RTI. Their practical approach targets teachers and administrators working to implement MTSS. Both academic and behavior support approaches are covered, and emphasis is given to establishing teams that collect and use data for problem solving. I recommend this accessible resource for educators working to make schools more effective learning environments."--Robert H. Horner, PhD, Department of Special Education, University of Oregon

"What I really like about Brown-Chidsey and Bickford’s outstanding book is that it provides the 'why' as well as the 'how-to' of implementing MTSS. After offering a compelling argument for why these systems are essential to successful schools, it comprehensively explains the nuts and bolts of implementation. Particularly useful and unique is the extensive coverage of standards-aligned and differentiated instruction at Tier 1, and the nuances of intervening in Tiers 2 and 3 and special education. I would definitely use this book in a graduate-level course in consultation or interventions."--Joseph F. Kovaleski, DEd, NCSP, Director, Doctoral Program in School Psychology, Indiana University of Pennsylvania

"This book presents a systems-level approach that will help schools meet the needs of each learner. It is a great resource for district and school leadership teams who need to move beyond the technical skills of RTI to create an MTSS that is woven into the fabric of a school."--Jennifer Knutson, PhD, Executive Director, Professional Learning, Anchorage School District, Alaska

About the Authors:

Rachel Brown-Chidsey, PhD, NCSP, is Associate Professor of Educational and School Psychology at the University of Southern Maine. Her research interests include curriculum-based measurement, response to intervention (RTI), and scientifically based instruction methods. Dr. Brown-Chidsey is coeditor of Assessment for Intervention, Second Edition: A Problem-Solving Approach and coauthor of Response to Intervention, Second Edition: Principles and Strategies for Effective Practice and RTI in the Classroom: Guidelines and Recipes for Success. In addition, she has published articles about reading assessment and instruction as well as implementation of RTI.

Rebekah Bickford, PsyD, NCSP, BCBA-D, is a Clinical Director at the Margaret Murphy Center for Children. She served on the faculty of the University of Southern Maine for two years after earning her doctorate there. Her research interests include consultation, the impact of teacher praise on student well-being, and the application of positive behavioral interventions and supports (PBIS) to specialized settings. Dr. Bickford is a founding member of the Maine PBIS Leadership and Policy Council, and has facilitated PBIS implementation at schools and districts around the state.

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